Most businesses today have started utilizing innovative informational technologies such as digital marketing, fin-tech, digital human resources management and business analytics. Educating people on these new skills presents a business opportunity for educational technology (edtech) companies. Many technology-enhanced learning (TEL)-based business education programmes are being developed recently, promising to enhance professional skills and knowledge. The marketing information surrounding these programmes overloads learners’ minds and makes it impossible to determine which programmes are worth their time and money. Such learning solutions are developed using competency-based education (CBE) frameworks and by leveraging TEL environments. Moreover, the complexity of CBE-TEL-based interventions makes it difficult to evaluate their quality. The present study intends to overcome this challenge by identifying the qualitative factors that enhance professional competence in TEL environments. The study proposed a new model called ‘Competence Based Technology Enabled Learning’ (COBTEL), which has been empirically tested for its validity and reliability. The model is analysed using partial least squares algorithm-based structural equation modelling to evaluate TEL-based programmes’ competence-enhancing aspects from the learners’ perspective. In addition, the utilization of the COBTEL model would assist institutes, universities and governments in improving the quality of management education programmes.

The present study aims to evaluate and compare the quality of management education programmes provided by private- and public-funded technology-enabled learning (TEL) platforms in India. The exploratory-descriptive research approach with a cross-sectional design was adopted to observe 1,318 learners from management education programmes operated by TEL platforms. The research instrument statements were based on the parameters of the COBTEL model. Descriptive analysis of mean ratings and inferential statistics using independent-samples t-test were conducted. The results indicated that the management education programmes of private-funded TEL platforms were perceived to be superior to those of public-funded TEL platforms in 42 out of 56 quality indicators. This study is one of the first to provide evaluation metrics of the educational programme quality of Indian TEL platforms, and the conclusion is that private-funded TEL platforms offer a better mix of theory and practice in their management education programmes than public-funded TEL platforms.